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"Given an expectation of digital literacy among students, why should we worry about student perceptions of CMS tools? For the same reason exemplary instructors stay aware of their students' general learning style preferences-to evolve their teaching styles to meet diverse preferences and maximize learning while also attempting to develop and enhance students' abilities to learn in different ways. Likewise, knowing the CMS tools that students find most effective establishes an important baseline for understanding student needs that can be addressed not only in a CMS but also through other online systems and services. The University of Florida (UF) conducted a survey investigating that question in spring 2009, during the university's most recent CMS evaluation and adoption decision to replace the existing CMS. This research bulletin presents the survey results to help inform other institutions with their own evaluation and adoption processes. The information will also benefit instructors looking to maximize their own use of a local CMS and/or to choose tools that enable personal learning environments, as well as specific tools for learning."

Over time the learner has been the explorer of knowledge, its accumulator and skilled 'access-or'. In the 21st century challenges and demands are expanding and changing again. Our new society's environment is one of rapid communication, action and change, of intricate social activity and a huge potential for new knowledge. What are the models of the learner for this brave new world? How can higher education create these models and support the learners who aspire to them? This paper postulates four models of the learner of the future: * the collaborator: for whom networks of knowledge, skills and ideas are the source of learning * the free agent: utilising flexible, continuous, open-ended and life-long styles and systems of learning to the full * the wise analyser: able to gather, scrutinise and use evidence of effective activity and apply conclusions to new problems * the creative synthesiser: able to connect across themes and disciplines, cross-fertilise ideas, integrate disparate concepts and create new vision and practice. The paper describes an example of these kinds of learning and considers what they might imply for the development of learning in higher education in the coming century

"Deconstructing The Myth of Learning Styles "

"But the answer isn't yes or no - the answer depends on the student's learning style, gender and motivation."

"We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice."

Short piece (with links to others) on podcasting style / technique

"NPR reports that Harvard physicist and professor Eric Mazur has largely gotten rid of the lecture in his classes, after finding that in lecture-based classes, students tend to commit to memory formulae and heuristics, but fail to develop deep understanding of concepts. Mazur has tried - and seemingly succeeded - to cultivate deeper learning with a combination of small group peer-instruction and a tight feedback loop based on in-class polling about particular problems."

Hey guys. Happy new year, hope yaz had a nice break. The idea posted in this thread at /. no doubt isnt new to you all, neither the whole learning-styles thing, but the thread itself is actually not a bad read, lots of differing opinions, not all geeks.

The move from a tutorial and learning system for the elite to the massification of lectures in the early 19th Century.

"Daphne Koller, one of the two founders of Coursera, describes some of the key features of the Coursera MOOCs, and the lessons she has learned to date about teaching and learning from these courses. The video is well worth watching, just for this."

Tony Bates critique of Coursera and Koller's take on Moocs.

Short site with some quick info on learning styles, multiple intelligence, background to the brain, etc